multidisciplinary approaches to learning disabilities lorraine petersen

Multidisciplinary Approaches to Learning

Disabilities

Lorraine Petersen

Every Child Matters

Children Act 2004• Build Services around the child• Understand and respond to children’s needs in a

holistic way• Support parents, carers and families• Better safeguards for children and young people• Focus on opportunities for all• Development of workforce and changing culture

and practice• Integration of working practices, processes,

strategy and governance

Every Child Matters

Five outcomes for children

Healthy: mentally, physically, emotionallySafe: physically, emotionally, and protected from harm,

harassment, bullyingEnjoying and Achieving: present, included, participating,

achieving to their potentialPositively contributing: through exercise of the young

persons voice in shaping and evaluating servicesWith economic wellbeing: housed, fed, employed, in families

free from want and communities free from fear of want

Multi-Agency Working

• Education• Social Care• Health= Children’s Services

Team Around the Child

Multi-agencylocality teams

Maternity &Primary Health

Children’sCentres

ExtendedSchools

IntegratedYouth Services

Universal

Targeted

Specialist

Specialist Services

0 19Integrated, personalised continuum of support

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Local council services

Panels / Protocols

Team Around the Child

• Lead Professional• Information sharing• Accountability• Common Assessment

Framework• Funding

Multi-Agency Working

Model 1- Multi-agency panel• Practitioners remain employed by their

agency• They meet as a panel or network on a

regular basis to discuss children with additional needs who would benefit from multi-agency input

• In some panels, casework is carried out by panel members. Other panels take a more strategic role, employing key workers to lead on casework.

Multi-Agency Working

Model 2 – Multi-agency team• A more formal configuration than a panel,

with practitioners seconded or recruited into the team

• The team has a leader and works to a common purpose and common goals

• Practitioners may maintain links with their home agencies through supervision and training

• Scope to engage in work with universal services at a range of levels (small group, family and whole-school work

Multi-Agency Working

• Model 3 – Integrated Service• A range of separate services that shares a

common location, and works together in a collaborative way

• A visible service hub for the community• Has a management structure that facilitates

integrated working• Commitment by partner providers to

fund/facilitate integrated service delivery• Usually delivered from school/early years

settings

http://www.everychildmatters.gov.uk/multiagencyworking/

Early Identification

•Parents•Health•Pre-school•School

Early Identification

•Parents•Health•Pre-school•School

Inclusion Agenda in UK

• “Inclusion is a process by which schools, local authorities and others develop their cultures, policies and practices to include all children”

» Department for Education and Skills 2002

School

•Every teacher is a teacher of children with learning disabilities

Approaches to Learning

Auditory

Kinaesthetic

Oral

Visual/spatial

Tactile

Access to the curriculum

• Differentiation• Specialist learning resources• Use of ICT –

software/hardware• Personalised learning• Flexibility

Supporting Learning Disabilities in the classroom

• Class Teacher• Support Assistant• Specialist Teacher• Speech & Language Therapist• Educational Psychologists• Learning Mentors• Counsellors• School Nurse• Key worker/lead professional• Parents

Good Classroom Practice

• Set routines, rules and procedures• Clearly defined areas• Resources are well labelled and easily accessible• The classroom is prepared for each lesson• The labels and signs around school are clear and

consistent• Children’s work is celebrated through display• Good behaviour management strategies which

celebrate positive contribution• Friendly, stimulating and safe environment

Challenges

• Common understanding/terminology• Co-ordination of professionals • Changes in roles and responsibilities• Mapping of provision• Training• Funding

Lorraine Petersen

Chief Executive Officer

nasen

(0044) (0)1827 311500

lorrainep@nasen.org.uk